Document Type
Conference Proceeding
Abstract
We evaluate the treatment fidelity of Research Assistants utilizing our developed EMPOWERED strategies during our shared book-reading intervention, DRIVE, while reading with kindergarteners. Overall treatment fidelity was not as high as our previous work with first and second graders. Implications for future research with this younger population are discussed.
Recommended Citation
Kaesmann, Stephanie, "Evaluating Treatment Fidelity of EMPOWERED Strategies in a Kindergarten Dialogic Reading Intervention" (2021). NERA Conference Proceedings 2021. 2.
https://digitalcommons.lib.uconn.edu/nera-2021/2
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